Nurse educators can effectively promote discussion and inspire students to connect. With open discussion, value is placed on knowledge from different perspectives and new approaches to problem-solving are sought. Sharing stories enhances relationships and makes for robust engagement, as students' ideas, understandings, and perspectives are enhanced by learning with and from one another. Diverse perspectives add to fostering new ways of thinking and spark unconsidered insights. When students talk about their experiences, such as how they interpret what they are seeing and how they are feeling, it can boost their confidence and help them process their interactions as well. In addition, the educator has many opportunities to evaluate student understanding and support positive learning experiences for all.
Depending on the group size and environment—clinical, lecture, or lab—some approaches may be more or less relevant. Whether face-to-face or online, foster safe learning spaces where students are supported to produce innovative ideas and work with one another to examine and evaluate them openly. Ask open-ended questions and start small, and then build up to larger group conversation. Set aside time for students to share what matters most to them and start with a mood of active engagement. In lecture, early in class, ask if anyone experienced anything interesting since the last class that they would like to share. This prompt could open up discussion on something a student participated in during clinical, saw at work, or, perhaps, read in an article. At times, the learning environment may benefit from whole group, small group, or one-on-one work. Smaller groups help build confidence. With group work, be the first to share your personal experience sometimes and encourage divergent thinking, which helps to produce creative ideas by including many possible solutions to problems. Promoting new ways of thinking through creativity in discussion, may sometimes mean hearing about individual actions and discussing ways to do them differently. Students can collaborate with other students to ask "what if" questions. This may help them explore how flexibility can be used to be adaptive to nursing care considerations as they arise. It is helpful to create space for responses and reflections, which may come after the immediate conversation is over. Nursing students may need time to process material and ponder. Educators can opt to encourage students to share ideas with them directly, by letting them know that they can send an email on a reflection they had and want to share their thoughts on. This opens up dialogue and gives students opportunities to connect one-on-one as well. Some students may find this connection especially helpful as they process what they are learning.
Effective communication starts in the classroom and continues throughout one's career, as nurses lead in the development of innovations in healthcare and contribute to positive change. As nurse educators, we can strive to communicate effectively to convey ideas in a variety of contexts. Depending on the environment, communication strategies and discussion methods may need to be modified to fit the experience and support the teaching-learning process. Modeling active listening skills and enthusiasm for the nursing profession promotes thoughtful, social engagements and facilitates learners' self-reflection and collaborative planning. As students work to develop and maintain effective interpersonal relationships while learning together, they support their development now and well into their future careers.
Pause, Reflect, and Plan:
In what ways do I bring about discussion that supports multiple ways of learning? When do I feel best supported and/or least supported to share my thoughts and experiences in group discussions with my own peers? How can I talk with students in an encouraging way? What experiences do I hope to introduce to my community of learners? What challenges would I like to offer and in what ways can I help guide students through the critical thinking process?